The Integration of Theory and Practice in the Education of Canadian Teacher

This three-year Canadian study in the professional education of teachers had two dimensions: the integration of theory with teaching practice and the integration of physical and virtual learning environments. It sought to answer two questions: (i) can teaching practice assist understanding of educational theory and (ii) can the digital school environment in which preservice teachers will be employed be used to enhance their professional education by linking practicing teachers with pre-service teachers in university courses? The first question was considered in relation to selected practicing teachers who volunteered to become Professional Associates of the university’s Faculty of Education, in which role they engaged directly with pre-service teachers. The second question was considered within the concept of cybercells that enabled pre-service teachers in face-to-face university courses and virtual visitors from schools to engage in discussion and reflection about issues of mutual professional interest. The study found that pre-service teachers could improve their understanding of educational theory by engaging directly with practicing teachers with whom they discussed ideas and concepts. Preservice teachers further reported that their understanding of the digital environment was improved through engagement with practicing teachers in their university studies.